1. student learning assessments
Tosha Sweat
CUR/528: Michael Burnett
June 6, 2016

2. What is an assessment?
As an educator, the primary focus of an assessment is to ensure the students have gained a thorough understanding of the material being taught. Assessments can be administered at various points during the instruction period which can also provide the instructor an opportunity to provide modified instruction or appropriate hands-on learning for encouragement.
Assessments are a form of collecting information about a group or individual’s knowledge and level of effective learning.(Walvoord, p. 3)

3. Types of Assessment Diagnostic Formative Summative
Unique in understanding the needs, progress, skills, remediation needs and instructional delivery methods of the students
Evaluating the success of the curriculum, the teaching methods, and the comprehension of the students can be effectively accomplished by three different types of assessments. The following will briefly explain these three different types of assessments and provide an example for greater understanding. Each type of assessment provides a unique understanding of the needs, progress, skills, remediation needs and instructional delivery methods of the individual students. They are also both a direct and indirect form of the same for the instructor.

4. diagnostic assessments
Identify and address the current student skill level PRIOR to beginning instruction
Gain an understanding and appreciation for the individual students’ strengths and weaknesses
Assists the instructor in their decision regarding proper delivery and implementation of the instruction that is best suited for the students’ needs
Most often performed best by implementing pre-tests and individual or small group interviews (Assessment-Inquiry Connection, 2005)
Before commencing with instruction, many educators advise in performing a pre-test. This provides the instructor with a means of understanding the current education and skill level of the class and what methods are best to present the material. These assessments are referred to as diagnostic assessments, similar to the exam given to emergency room patients prior to being seen by the doctor. Emergency room triage gives the nurses and staff and idea of the current injury or illness to guide them in treatment decisions.

5. formative assessment
Identify and address the current student skill level DURING the instruction time
Continuous opportunity for modifying and improving the instruction as needed
Periodic Q&A sessions during class, one-on-one conferences between the teacher and students, and implementing various in-class exercises will provide an opportunity for formative assessment. (Assessment-Inquiry Connection, 2005)
During the instruction time, instructors can assess the progress of learning throughout the program with formative assessments. This type of assessment tells the instructor how well the students are grasping the given information at the time it is being taught. Much like high school and college mid-term exams, the results of these assessments show the instructor how effective their teaching methods are for their class.

6. summative assessment
Identify and address the current student skill level AFTER the instruction period has been completed.
Provides a thorough assessment of how well the students comprehended, retained and can apply the course information
Easily administered through final exams, various evaluations, term papers, thesis papers, hands-on projects and academic or professional portfolios. (Assessment-Inquiry Connection, 2005)
Once instruction has been completed, instructors can administer summative assessments. At the risk of sacrificing time for modifications and additional instruction, instructors assess at the completion of the course to understand the level of information retained by the students. While this analysis may be thorough and provide a look at the detailed success of the course, it is provided at a time when no further instruction or modifications can be made. If the instructor presentation is unsuccessful, nothing else can be done at this point.

7. References
Assessment-Inquiry connection. (2005). Retrieved from
Walvoord, B. (2010). Assessments Clear and Simple (2nd ed.). Retrieved from The University of Phoenix eBook Collection.